Teachers’ Perceptions about Behavioral Problems, their Attitudes towards Students with Behavioral Problems and Techniques they Employ in Managing Behavioral Problems: The Case of Primary Schools in Addis Ababa

Abstract

Educating all learners, irrespective of their abilities and disabilities, and empowering schools of inclusive are the current philosophy of education. It is common to see students with emotional and behavioral disorders (EBDs) in schools today. Educating students to their unique needs and abilities is challenging for most schools. It is believed that appropriate education significantly improves the academic and social functioning of students with EBDs. But in view of teachers’ training in Ethiopia, which until recently, characterized by no course on Special Needs Education, it is difficult to say that teachers handle properly students with EBDs. The study, thus, examines teachers’ attitudes toward and their perceptions about the magnitude of student behavioral problems. It also examines the desirable techniques teachers employ to handle the students. A 56-item rating scale was administered to 806 teachers who were selected using a multi-stage cluster sampling technique from 20 primary schools in Addis Ababa. The results indicate that, though teachers’ perception of the magnitude of behavioral problem is not optimum, it is found to be more or less realistic. The study also shows that the attitude of most teachers towards students with behavioral problem is predominantly positive though it needs improvement. The study further reveals that most teachers use acceptable/desirable techniques to handle students’ with behavioral problem although they also use negative reactive techniques including corporal punishment. The findings are compared and contrasted in relation to teacher training and current inclusive education move in Ethiopia.